The relationship between the teachers’ teaching styles, students’ engagement in school and ESL
jeudi 12 novembre 2015, par
The article uses a parenting style framework to explain the influence of teacher’s teaching practices on students’ academic and social outcomes (e.g. academic achievements, attitude to schoolwork, self-efficacy, etc.) which are known to relate to ESL. The teaching styles are described by the two primary dimensions of parenting style (control and responsiveness (Baumrind, 1991), where high control and low responsiveness define the authoritarian teaching style, low control and high responsiveness define the permissive teaching style and high control and high responsiveness define authoritative teaching style.
J. Turner, D. Meyer, C. Midgley and H. Patrick (2003) have shown the authoritarian teaching style (especially a teacher’s lack of warmth in his/her attitude to students and students’ low autonomy regarding schoolwork) is related to students’ negative emotions about learning and avoidance behavior in their attitude to schoolwork and the tendency to ESL.
Other studies (Walker, 2008, 2009) explored the relations between teachers’ teaching style and students’ perceived self-efficacy, their readiness for schoolwork and their learning performance in mathematics. Students taught by the authoritarian teachers expressed lower self-efficacy, and their readiness for schoolwork was also lower. Some differences in students’ performance were also evident ; the lowest performance level was achieved by students in the class taught by the permissive teacher, while there were no significant performance differences between students taught by the authoritative and the authoritarian teachers.
There is empirical evidence that teacher’s teaching style significantly affects different outcomes of the teaching-learning process in school. What is important for teachers to realize is that their teaching style affects students’ perception of school and school work. As the right approach to teaching may increase students’ engagement in school and thus prevent ESL, so can the wrong one cause unpleasant experience which can lead to ESL. Moreover it is important for teachers to understand that to build a working and supportive teacher-student relationship it is also necessary to adapt the teaching style to each student and his developmental needs.
Forthcoming
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